The Impracticality of the University Educational System

My final year of university commences in a couple of weeks, and while university has been a beneficial experience for me personally in some regards, I have several issues with the way in which this educational institution functions.

I attend Brock University and I am enrolled in the Honors English program. I hope to complete my Masters degree in English if my marks are accepted, and I am also minioring in Women and Gender studies.

Throughout high school, I was a straight-A student. I graduated from my grade twelve year with a 96% average, therefore I was hoping to achieve relatively decent grades in my university career as well. I understood that marking in university would be much more meticulous than it is in high school when I entered my first year, though I was extremely saddened and disheartened when I failed to achieve marks exceeding 70% in my English courses.

At first I assumed I was not giving my best effort when it came to my essays and assignments, though over time it became clear that despite my utmost dedication and commitment to my schooling, my marks simply would not portray how hard I was working in university. Looking back, I have come to comprehend that the university educational curriculum is deeply flawed, and that it assumes far too greatly that students understand what is being asked of them.

I received a mark of 68% on my first university English essay. While this mark is not terrible, it simply was not up to par with my efforts and expectations. However, as opposed to providing students with information as to how they are expected to write a proper university paper, professors and schools simply throw assignments are students and assume they will be able to compose a proper and technical essay. It is arguable that when a class average is 65%, there is something that needs to be done in order to ensure students are fully acknowledging assigned tasks.

An additional issue I have with university schooling is the inconsistency amongst professors and their marking preference. Despite receiving 60s on my English papers in my first year, I received an 85% on a philosophy paper – I constructed both my philosophy paper and my English papers in the exact same structure and used similar vocabulary, yet there was a significant difference in the marks. It has become apparent to me in university that if a professor fails to appreciate your writing style or disagrees with an argument you are making, you are likely to be penalized for it via your mark.

The university educational system needs to be altered in a vast manner in order to designate an equilibrium in marking and furthermore to provide the fundamentals of a subject to students. It is my hope that this institution will improve for the better in upcoming years, and that other students will speak out and voice their opinions.

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